Exploring learners’ flow experience and cognitive load of using smartphones as experimental tools in a smart learning environment

Hypothesis 1: learners using SETs in physics laboratories (as an experimental group) would report high flow experience.
Hypothesis 2: Using SETs in physics laboratories would reduce learners’ intrinsic and extraneous cognitive load but enhance their germane cognitive load.
Hypothesis 3: Flow experience was negatively correlated with the intrinsic and extraneous cognitive load while remarkably positively related with the germane cognitive load.

The data set includes all participants in the research. You can see students' basic information, like gender and research group, and their flow experience and cognitive load through this set. Using all these data, you can explore the difference in flow and cognitive load between the two groups. Besides, the correlation between flow and cognitive load would be further detected.
The results indicated that students learning with smartphones reported higher flow experience and germane cognitive load but a lower extraneous and intrinsic cognitive load than those learning with traditional tools. Moreover, the flow was positively correlated with the germane cognitive load but negatively related to extraneous and intrinsic cognitive load in this study.

假设1：在物理实验室中运用SETs（作为实验组）的学习者将报告出较高的流畅体验感。
假设2：在物理实验室中运用SETs能够减少学习者的内在与外在认知负荷，同时增强其相关认知负荷。
假设3：流畅体验与内在与外在认知负荷呈负相关，而与相关认知负荷显著呈正相关。
数据集包含了研究中的所有参与者。您可以通过此数据集查看学生的基本信息，如性别和研究组别，以及他们的流畅体验和认知负荷。利用这些数据，您可以探究两组之间流畅体验与认知负荷的差异。此外，流畅体验与认知负荷之间的相关性也将得到进一步的检测。
研究结果表明，使用智能手机学习的学生在流畅体验和相关认知负荷方面高于使用传统工具学习的学生，而在外在和内在认知负荷方面则低于后者。此外，在本研究中，流畅体验与相关认知负荷呈正相关，而与外在和内在认知负荷呈负相关。